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Jump to:
Introduction
Context
Standards
Traditional
Assessment
Alternative
Assessment
Instructional
Framework
Grading Plan
Other
Introduction: (Top)
:: Introduction
to Unit (for students)
Context:
(Top)
:: School Profile
:: Unit Bibliography
:: General Outline
Standards:
(Top)
Math
:: Math TEKS (Clean
Copy)
:: Math TEKS
(Highlighted)
:: Other Math
Standards
:: Math TAKS Booklet
Language Arts:
:: Language Arts
TEKS (Clean Copy)
:: Language Arts
TEKS (Highlighted)
::
Other Language Arts Standards
::
Reading TAKS Booklet
TAKS Test
:: 3rd
Grade TAKS Test (Clean Copy)
:: 3rd
Grade TAKS Test (taken – handed in on paper)
:: TAKS Answer Key
and Objectives
:: TAKS Itemized
Analysis
:: TAKS Selected
Objectives (the ones that related to my unit, not the “troublesome”
ones)
Traditional Assessment
(Top)
:: Kindergarten Math Unit 1 Test
Alternative Assessment
(Top)
:: Grocery Store Performance Assessment (note: rubric is contained
in assessment)
::
Observation Checklist
:: Center Chart
Instructional Framework:
(Top)
:: Lesson Plans
:: School
Calendar with Math Unit Placement
Grading Plan:
(Top)
:: Grading Policy
:: Grade Book
Other:
(Top)
:: Learning Targets
::Taxononomy Table
of Learning Targets
:: Database
(definitely a work in progress) |
Jump to Lesson: 1 2
3 4 5
6
7 8 9
10 11 12
13 14
15
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Wk. |
Lesson |
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1 |
Lesson 1: Introduction to Centers
Learning Targets:
6 (Centers)
Lesson Objectives:
Students will...
1. Be introduced to
the center system
2. Go through a
rotation of centers as a class
3. Complete one
center on their own, based on the assignment in their folder
4. Offer suggestions
for and begin to memorize the center rules (in group discussion time
afterwards)
Instructional
Notes:
Selected
Assessments:
Checklist, Center Chart. Note: The students' summative assessment for use of centers
will consist of the completed center chart as well as their rotation through centers
during performance assessment time and their recording it on their chart
with little or no assistance from me. |
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Lesson 2: Top, Middle, Bottom (Teacher's Edition Lesson 1)
Learning Targets:
2 (Vocab), 4 (Connections)
Lesson Objectives:
Students will...
1. Know the meaning
of the words top, middle, and bottom
2. Realize their
importance in everyday life
3. Be introduced to
the "Top, Middle, Bottom" Math Center Activity. Complete their
center assignment (one center), discuss problems, rules, and
procedures.
Instructional
Notes:
1. "I've Lost my
Hat!" Activity (Pre-Assessment) - Place a hat somewhere in the
classroom, have them describe to me where it is. Repeat.
2. Discussion: special words, useful, when would they use in
everyday life
3. Teach 2 and 3. Do Student Pages A3-A4
4. If time: Group Drawing (Modified)
Selected
Assessments: Student pages A3-A4,
Checklist, Center chart |
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Lesson 3:
In Front, Behind (TE 2)
Learning Targets: 2 (Vocab), 4
(Connections), 6 (Centers)
Lesson Objectives: Students
will...1. Know the meaning
of the words in front and behind
2. Realize their importance in
everyday life
3. Complete their center
assignment (two centers), discuss problems, rules, and procedures
Instructional Notes: Follow
Lesson 1 and 2 (NOT 3). Practice Sheet P1-2
Selected Assessments:
(Practice sheet),
Checklist, Center chart |
|
Lesson 4:
Over, Under, On, Above, Below (TE 3)
Learning Targets: 2 (Vocab), 4
(Connections), 6 (Centers)
Lesson Objectives:
1. Know the meaning of the words in
over, under, on, above, and below
2. Realize their importance in
everyday life
3. Complete their center
assignment (three centers), discuss problems, rules, and procedures
Instructional Notes: Follow
lesson 1 and 2 (use white board, magnets). Practice Sheet P1-3. Do
student pages together.
Selected Assessments: (Practice
sheet),
Checklist, Center chart. Note: Check checklist, do Part A traditional
summative assessment for Early Birds (those who are ready)
(Note: Part A of the Traditional Summative Exam includes the
following questions:3,5,9,13-17,19, 30-32.) |
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Lesson 5: Inside, Outside (TE 4)
Learning Targets: 1 (Stories), 2 (Vocab),
4
(Connections), 6 (Centers)
Lesson Objectives: Students
will...
1. Listen and respond to the story
being read to them by answering questions.
2. Students will explore the
relationship of text to illustrations through class discussion.
3. Know the meaning of the words
inside and outside
4. Realize their importance in
everyday life
5. Complete their center
assignment (three centers).
6. Complete Part A of Summative
Exam
Instructional Notes: 1.
Read Outside, Inside by Carolyn Crimi. Discuss according to
TE. Discucss relationship of text to illustrations (they match, help
us understand each other).
2. Teach 2 (Basketball game) and
extension - basket activity.
3. Introduce Inside, Outside
Center activity.
4. Student page A7-A8.
5. Summative Exam with small
groups as others are in centers (four groups will be in one of the
three centers or taking the test)
Selected Assessments:
Checklist, Student Pages A7-A8, Part
A of
Summative Exam, Center chart |
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2 |
Lesson
6: Left, Right (TE 5)
Learning Targets: 2 (Vocab), 4
(Connections), 6 (Centers)
Lesson Objectives: Students
will...
1. Know the meaning of the words left
and right
2. Realize their importance in
everyday life
3. Complete their center
assignment (three centers), discuss problems, rules, and procedures
Instructional Notes:
1. Review last week's information - Where's my Hat? involving all
vocab from last week.
2. Teach 1, 2, and 3
3. Block building
with left and right instructions (combined with last week's vocab).
3. Student Page A9
4. Centers
Selected Assessments:
Checklist, Student Page A9, Center chart
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Lesson
7: Same, Different (TE 6)
Learning Targets: 1 (Stories),
3 (Sorting), 6 (Centers)
Lesson Objectives: Students
will...
1. Listen to a story,
discuss relationship of illustrations to text.
2. Identify same and
different by the attributes of color, shape, size, and type
3. Complete their
center assignment
Instructional Notes:
1. Introduce: Becca Backward, Becca Forward by Bruce
McMillan. Discuss illustrations and text (review - they should
know). Ask them what words they would put with the text. Emphasize
that illustrations and text are the same - they match. Have
them find other things in the book that are the same and different.
2. Teach 1, 2, 3
(Memory)
3. Student Page A11
4. Centers (introduce
memory game center activity)
Selected Assessments:
Checklist, Student page A11, Center chart |
|
Lesson 8: Sorting by Color (TE 7)
Learning Targets: 1 (Stories)
2 (Vocab), 3 (Sorting), 6 (Centers)
Lesson Objectives: Students
will...
1. Relate
illustrations to text and supply illustrations for a given text.
2. Know the names of
the basic colors: red, blue, green, yellow, purple, black, white,
orange (any others?).
3. Sort objects by
color
4. Complete their
center assignment
Instructional Notes:
1. Read The Color Box by Dayle A Dodds. Go through
color names, relating illustrations to text. Have children name all
the things from the story that are shown in each color.
2. Have children draw
a picture for the text from the book I read. Compare to book. Same,
different? Should be the same. (Formative for interpretive exercises
of summative exam)
3. Teach 1. Find
things of a certain color in the room. Teach 2. Do "Think and
Discuss"
4. Centers -
introduce sorting by color center activity, do together (stickers or
crayons to record).
Selected Assessments:
Checklist, Center chart, Book Illustrations (Post), pages from #4
above |
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Lesson
9: Sorting by Size (TE 8)
Learning Targets: 2 (Vocab), 3
(Sorting), 6 (Centers)
Lesson Objectives: Students
will...
1. Know the meaning
of the words big, bigger, biggest, little, small, smaller, smallest.
2. Sort objects
(mostly pictures) by size
3. Complete their
center assignment
Instructional Notes:
1. Teach 1,2,3 (change to family chart, use bar graph)
2. Centers -
introduce sorting by size center activity
Selected Assessments:
Checklist, Center chart, "Big Book of BigThings," "Little Book
of Little Things", (bar graph - as a group, but they each place
their picture according to my instructions, name on it, sticker for
them.)
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Lesson 10: Sorting by Shape (TE 9)
Learning Targets: 2 (Vocab), 3
(Sorting), 6 (Centers)
Lesson Objectives:
Students will...
1. Know (hopefully
review, learn if necessary) the names of the basic shapes: triangle,
square, circle
2. Sort objects by
shape
3. Complete their
center assignment
4. Complete Part B of
Traditional Summative Assessment
Instructional
Notes: 1. Teach 1, 2. Do what will be center activity - sorting
with attribute blocks for practice, then shape stickers (stick them
on the page.)
2. Do "Think and
Discuss"
3. Centers and Part B
of
Traditional Summative Assessment (See Lesson 5 for details)
Selected
Assessments:
Checklist, Center Chart, Sorting Page, Part B of
Traditional Summative Assessment
(Note: contains all questions not used in Part A (see note in
Lesson 4)
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3 |
Lesson
11: Sorting the same Set in Different Ways (TE 10)
Learning Targets: 1 (Stories),
4 (Connections), 3 (Sorting), 6 (Centers)
Lesson Objectives: Students
will...
1. Listen to the
story being read and correctly answer oral questions.
2. Identify things
that can be sorted in the classroom and at home
3. Sort the same
group of objects in different ways
4. Complete their
center assignment
Instructional Notes:
1. Read "The Sorting Game" from Math stories, Volume 1 (part
of Math program). Discuss things at home and in the classroom that
can be sorted. Have children role play, sorting items.
2. Teach 2, 3
3. Do "Think and
Discuss," #1
Selected Assessments:
Checklist, Center chart, animal pages (from #3 above) |
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Lesson
12: Sorting by Two Attributes (TE 11)
Learning Targets: 3 (Sorting),
6 (Centers)
Lesson Objectives: Students
will...
1. Sort groups of
objects by two attributes
2. Complete their
center assignment
Instructional Notes:
1. Do Basket sort with everyday objects (rolled up clean socks,
blocks, etc.)
2. Teach 2
3. Teach Math and
Science Connections
4. Sticker chart,
like the one that will be used in the center.
5. Centers
Selected Assessments:
Checklist, Center chart, sticker chart |
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Lesson
13: Finding the Sorting Rule (TE 12)
Learning Targets: 3 (Sorting),
6 (Centers)
Lesson Objectives: Students
will...
1. Determine the
sorting rule for sorted groups of objects
2. Complete their
center assignment
Instructional Notes:
Selected Assessments:
Checklist, Center chart |
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Lesson
14: Problem-Solving Strategy: Use Logical Reasoning (Which
doesn't belong?) (TE 13)
Learning Targets: 5 (Problem
Solving), 6 (Centers)
Lesson Objectives: Students
will...
1. Use logical
reasoning to identify what doesn't belong in a group
2. Complete their
center assignment
3. (Some of them, if
ready, will) Complete Performance Assessment
Instructional Notes:
Selected Assessments:
Checklist, Center chart, Early Bird
Performance Assessment during
Centers |
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Lesson
15: Re-teach by checklist, Summative Performance Assessment and
Summative Center Assessment
Learning Targets: 2 (Vocab), 3
(Sorting), 5 (Problem Solving), 6 (Centers)
Lesson Objectives: Students
will...
1. Review unit
information in class discussion
2. Complete Center
assignment
3. Complete
performance assessment
Instructional Notes:
Selected Assessments:
Checklist, Center chart,
Performance assessment
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